University
of Rome III _ School of Humanities _
Degree in Languages and International Communication |
Academic Year: 2006-07 _ Course convener: Patrick Boylan _ Email: p a t r i c k @ b o y l a n . i t _ Folder: 6_III-2l |
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III-2
LL
Third
Year English for
English minors (surnames A-Z, curriculum LL) |
Module “The future of English” |
click
on the orangedots
cliccare
sui puntini
rossi
N.B.
I programmi dei moduli offerti nel 2006-07 non sono più
materia d'esame
dopo febbraio 2010; non verranno più
conservati dopo tale data
i compiti svolti dagli studenti né
i relativi voti assegnati.
Monday,
Tuesday & Friday, 3-5 pm. Room A |
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Students' |
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Welcome to the Web Site of this course. During
the course information of general interest will be posted here.
If YOU want to communicate with the other students or with the
teacher, use the BULLETIN BOARD above: just click on New
user
(for your first visit) and Old
user (for the following visits). |
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The injustice of the final exam: read the email of a student who contests the final exam held on June 14th – the discussion interests everyone. Click here |
Le “ingiustizie” dell'esame finale: leggi la email di una studentessa che contesta la prova del 14-6-07. La discussione interessa tutti. Cliccare qui. |
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Q.: WHAT WILL THE FINAL EXAM BE ON? A. CLICK ON “ASSESSMENT” ON THE MAIN MENU (or here)
A few shots of the encounter with Trinity College students on November 20th...
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*Partial exams: To take the “partial exams” (esoneri), you must enroll in this course (use the form above). But no booking is required since they are not "real"exams -- they simply reduce the study load for the final exam (for which you must book). Each partial exam you pass eliminates one of the texts from the final exam and counts for a part of your final mark. But only the final mark goes on your libretto. |
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Syllabus |
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.What do we mean by 'English' and 'learning English' in our globalized yet fragmented world? How is English evolving? Partial answers will be sought through ethnographic field work in multi-ethnic Rome. Cos'è 'l'inglese' nel nostro mondo globalizzato e frantumato? Quale evoluzione sta subendo? Come bisogna impararlo? Usando strumenti etnografici si cercheranno risposte sul campo, nella Roma multietnica. The
organizational aspects of the module -- requirements and credits,
evaluation |
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Handouts |
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<cliccare "Learning
language as culture" (in italiano) |
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06.10.06 |
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09.10.06 |
FIRST STEP: Preparing a position paper following the model downloadable here Topic. English as a “lingua franca” For David
Graddol's position on this topic, click here.
(D.
Graddol, English
Next,
Section 2) |
10.10.06 |
Homework:
You have two (2) homework assignments to do by SUNDAY, October
15th.:
See Tasks 1 and 2 below (or click here
and here).. |
16.10.06 |
English
as a Lingua Franca (ELF) |
17.10.06 |
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20.10.06 |
Task 1: Well done but the Group Leaders gave marks that were a little too high; next time the Group Leaders will loose points for the extra points they give; Task 2: We'll have to do it over; almost everyone gave the cultural values of Tolkien or of an English R.P. speaker in stereotypical terms from an Italian viewpoint; here the points were exaggeratedly high, since the papers were not acceptable. This is not the fault of the students. I deliberately did not explain the task in detail to get you to think about how to define cultural values – in order to make my subsequent explanations more meaningful; Task 3. Excellent. Some of the groups were really professional sounding (although, listening closely, one could hear that the discussion was not exactly, hem hem shall we say “spontaneous”). For the comments and the marks click YOUR DATA on the main menu. Review: what is communication. (Most people didn't
know any more. This demonstrates the value of lecture lessons --
nil.) |
23.10.06 |
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24.10.06 |
Statistics on the composition of the class here.
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27.10.06 |
Practice
clarification gambits Practice conversational gambits (with clarification gambits). Practice discussing ELF as a speaker of posh R.P. might (stereotypical traits) or as J.R.R. Tolkien or Lady Diana might (cultural traits in their person-specific implementation). Homework:
Finish the cultural parameter sheet
here*
for Monday. |
30.10.06 |
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06.11.06 |
Discussion on Graddol pp
49-66 (in particular page
57) |
09.11.06 |
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14.11.06 |
First hour: last lesson |
20.11.06 |
Second evening at Trinity College (drinks and music
on the campus) at 8 pm SHARP. |
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Marking Scheme |
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Italian school marking system: 0 |
1 - 3 |
4, 5 |
6 |
7, 8 |
(9, 10) |
Points for each Task completed: 0 |
1 |
2 |
3 |
4 |
(5) |
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Prepare
the position paper described on 09.10.2006 (using the connectives
typical of British academic English) to illustrate Graddol's
stand on “English as a Lingua Franca”. SEND
IT TO ME BY E-MAIL (I
need an electronic copy, not a paper copy.) If you don't
have a computer, click here.
Write
a list of 5 values* that you will internalize when you try
to speak like a stereotypical Oxford professor of English
(something like Tolkien in the film clip we saw). |
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Record a discussion
of Graddol's chapter on “English as a Lingua Franca”,
similar to the discussion you saw in our initial video (Joan
Cone's English class in El Cerrito, California). |
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Task 2 Fill
out the cultural parameter sheet
here*
marking it B = Britons, T = Trinity, I = Italy, Y = you |
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Task 4 1.Hypothesize the cultural
mind set of a (stereo)typical Trinity College student, comparing
it with the British “Old Boy” mindset.. Then use
Trompenaar's cultural dimensions to describe that mindset.
Finally, invent a series of interrogation strategies to determine
if your hypotheses are correct. (You
have done all this already, for task 2, first and second
attempt.).
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